Implementation of project-based learning approach the case of Junior High School mathematics Teachers in the Nadowli-Kaleo District

Abstract

he purpose of this study was to investigate the implementation of project-based approach among Junior High School mathematics teachers in the Nadowli-Kaleo District. The study had four research questions and was supported by the social constructivist learning theory. A descriptive cross-sectional survey design was used, where the views of all the 77 JHS Mathematics teachers in the District were solicited using a structured questionnaire and an observation checklist. Descriptive data analysis techniques, including simple frequency counts, percentages, mean, and standard deviation, were employed to analyze the collected responses in answering the research questions. The study revealed that mathematics teachers in the Nadowli Kaleo District generally had positive perceptions about project-based learning for mathematics. They believed the approach was effective and yielded several benefits, including fostering collaboration, aiding in identifying learners‘ strengths and weaknesses, and promoting learners‘ self-learning. Additionally, the findings indicated that Junior High School (JHS) mathematics teachers in the Nadowli-Kaleo District regularly employed a variety of instructional strategies to implement project based learning in their lessons. Notably, they used 57% of identified project-based learning strategies regularly, while 43% of the strategies were used occasionally. Moreover, it came out from the study that mathematics teachers in the Nadowli-Kaleo District faced challenges such as time constraints, insufficient parental support, a scarcity of materials, and delays in lesson delivery. Lastly, it was found that these teachers strongly advocated for NaCCA-designed projects, spreading project-based learning culture, in-service training, rewards for top projects, exhibition day, standards in assessment, and familiarizing parents with project-based learning significance. Based on these findings, it was recommended for Heads of Schools, SISOs, and the Nadowli-Kaleo District Education Directorate to regularize additional training workshops and allocate resources to support the implementation of project based learning in the District.